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The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

机译：学校氛围和学校认同对学业成绩的影响：基于学生和教师数据的多层次建模

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摘要

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the “social identity approach,” school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.
机译：学校的气氛是解释学生学习和成就的主要因素。较少的工作探讨了教职员工和学生对学校气候的看法的影响，提出了有关教职员工学校的气候经验是否可以为学生的成就增加“价值”的有趣问题。在当前的研究中，多种来源被集成到一个多级模型中，包括员工自我报告，学生自我报告，客观的学校学习成绩记录以及社会经济人口统计数据。使用全国扫盲和算术测验（N = 760名教职员工和来自17所中学的2,257名学生）对成绩进行了评估。此外，在“社会认同方法”的指导下，对学校认同的研究作为一种可能的心理机制来解释学校氛围与成就之间的关系。与预测相符，结果表明，学生对学校气候的理解显着解释了写作和计算成绩，而这种影响是由学生对学校的心理认同所介导的。此外，员工对学校气候的看法解释了学生在计算能力，写作和阅读测试方面的成就（同时考虑了学生的反应）。但是，员工的学校身份没有发挥重要作用。讨论了这些发现对组织，社会和教育研究的意义。

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